Timothy Ball Elementary School November 26, 2018 Nick Ciochina

We start with “Why” Lead, act, and communicate from the inside out… Our “why” is to do “whatever it takes” for each child to grow and succeed. This principle applies to how I lead, the actions of the Timothy Ball community, and also how we communicate and make decisions. Why = Purpose & Beliefs How = Process What = Results Lead, act, and communicate from the inside out…

TheWHY

January-June 2017 Looking back at the last 22 months… Diagnosis Building relationships with teachers, staff, students, parents while observing culture, systems, programs, people, and practices Discovery Analysis, discussion, and review of all data and information to make informed decisions and action plans Direction Setting goals, establishing, and communicating plans for strategy, structural, and personnel changes to implement in 17-18 school year

Check on Effectiveness of Changes August 2017 – June 2018 Implement Changes Protect instructional time Align our data collection, analysis, and use Utilize our morning collaboration time Reduce the variability of instruction Check on Effectiveness of Changes Did the changes we put in place prove effective? Are there more adjustments and changes to be made?

Diagnose, Discover, Direction August 2018 - present Continue and Sharpen With data showing our changes were effective, we are continuing and deepening them with a sharpened focus on individual learning. Diagnose, Discover, Direction What else can be improved? Continue to build relationships, continue to analyze all data sources, continue to monitor goals and make adjustments.

School Accountability Grade 2017-2018 100.8 A +13.0 2016-2017 87.8 B 2015-2016 87.0 B +0.8

2017-18 DOE Report Card

ISTEP+ Performance 2017-18 76.2 79.7 78.0 ELA Math Combined 2015-16 75.9 70.7 73.3 2016-17 76.1 75.7 2017-18 76.2 79.7 78.0

ISTEP+ Growth 2017-18 126 120.9 123.5 ELA Math Combined 2015-16 99.4 102 100.7 2016-17 98.8 100.3 99.6 2017-18 126 120.9 123.5

Subgroup Performance

Male vs. Female ISTEP+ Performance

mClass grades K-2 (Text Reading Comprehension TRC)

2017-2018 Improvements and Accomplishments Earned an “A” grade from the Indiana Department of Education. Overall points on the DOE report card improved from 87.8 in 2017 to 100.8 in 2018. Performance domain points have improved five percentage points since 2016. Growth Domain points improved from 99.6 in 2017 to 123.5 in 2018 Free/Reduced population is closing the achievement gap in comparison to the entire school population in both Reading and Math. Robotics Team – World Champion Design Award Bulldog Buddies Student Advocacy Program Philanthropic effort to raise over $5000 for IN Leukemia and Lymphoma Society Extensive extracurricular opportunities: Science Olympiad, Math Bowl, Spell Bowl, Student Council, Robotics, Lego Club, National Elementary Honor Society, Girls on the Run, daVinci Club Crossroads Chamber of Commerce Inspiring Educator winner: Andrew Jurczak Almost 3,000 student works of art uploaded to Artsonia Hosted Crown Point first responders for school training

Areas for continuous improvement Continue to support and develop teachers’ abilities to teach with meaningful, engaging, and effective practices and strategies Continue to encourage and support the PLC process and a collaborative morning calendar Continue to strengthen our Data Analysis Process Promote social and emotional learning and the well-being of students, staff, teachers, and families Continue to drive parent and stakeholder involvement and collaboration Narrow achievement gap for students with special needs Continue development of targeted programming to continue to narrow the gap between male and female subgroup

STAKEHOLDER FEEDBACK – STAKEHOLDER INVOLVEMENT – ACTION AdvancEd Standard 1.2 Stakeholders collectively demonstrate actions to ensure the achievement of the institution’s purpose and desired outcomes for learners STAKEHOLDER FEEDBACK – STAKEHOLDER INVOLVEMENT – ACTION Parent Education Nights Title I Parent Night Open House Parent-Teacher Conferences School Improvement Team collaboration Stakeholder Surveys

HONEST FEEDBACK – TRUSTING RELATIONSHIPS AdvancEd Standard 1.6 Leaders implement staff supervision and evaluation processes to improve professional practice and organizational effectiveness HONEST FEEDBACK – TRUSTING RELATIONSHIPS Marzano iObservation Mentoring Instructional Rounds Instructional Coaching

DATA – SCHOOL IMPROVEMENT – ACTION PLANS AdvancEd Standard 1.7 Leaders implement operational processes and procedures to ensure organizational effectiveness in support of teaching and learning DATA – SCHOOL IMPROVEMENT – ACTION PLANS Professional Learning Community (PLC) Process PLC Notes Wednesday Professional Development Data Process Data Sheets

FIT FOR LIFE – SOCIAL EMOTIONAL LEARNING AdvancEd Standard 2.3 Develops learners’ attitudes, beliefs and skills needed for success FIT FOR LIFE – SOCIAL EMOTIONAL LEARNING – HIGH EXPECTATIONS Multi-Tiered Systems of Support Learning Goals and Scales Tracking Progress Emotional Disability Program Positive Behavior Interventions & Supports (PBIS) Home-School Facilitator Second Steps Bulldog Buddies Extracurricular Activities

DATA PROCESS – ENGAGEMENT – INDIVIDUALIZE AdvancEd Standard 2.7 Instruction is monitored and adjusted to meet individual learners’ needs and the institutions’ learning expectations. DATA PROCESS – ENGAGEMENT – INDIVIDUALIZE Data analysis and use Data informed planning PLC discussions Engagement tactics Professional Development (PD) on personalized learning

AdvancEd Standards 2.10 and 2.11 Learning progress is reliably assessed and consistently and clearly communicated. Educators gather, analyze, and use formative and summative data that lead to demonstrable improvement of student learning. DATA PROCESS – PLC PROCESS – PARENT COMMUNICATION Parent communication STAR Reading, STAR Math, mClass, Grades Buzz Agenda Feature Data meetings quarterly PLC discussions and notes

SCHOOL IMPROVEMENT – STAKEHOLDER FEEDBACK AdvancEd Standard 2.12 The institution implements a process to continuously assess its programs and organizational conditions to improve student learning. SCHOOL IMPROVEMENT – STAKEHOLDER FEEDBACK PLC Leaders meet monthly PLCs meet weekly Faculty PD weekly School Improvement Process Stakeholder surveys and opportunities for collaboration

RELATIONSHIPS – PROFESSIONAL DEVELOPMENT AdvancEd Standard 3.1 The institution plans and delivers professional learning to improve the learning environment, learner achievement, and the institution’s effectiveness. RELATIONSHIPS – PROFESSIONAL DEVELOPMENT – PLC PROCESS CLEAR literacy coaching LEARN Academy Smekens WebPD Bridges in Mathematics training Words their Way training Jr. Great Books on site training Building level PD (Guided Reading, Marzano, Data Analysis)

MENTORS – INSTRUCTIONAL ROUNDS – COACHING AdvancEd Standard 3.3 The institution provides induction, mentoring, and coaching programs that ensure all staff members have the knowledge and skills to improve student performance and organizational effectiveness. MENTORS – INSTRUCTIONAL ROUNDS – COACHING Continuation of new teacher orientation Mentor relationship New teacher meetings with principal Literacy Coaching Instructional Rounds

CPCSC AdvancEd Required Actions Student Advocacy Bulldog Buddies program Same advisor during six year career at Timothy Ball Social-Emotional Learning Team Differentiation and Personalization Professional Needs Survey Professional Development Individual Goal Setting Four questions – 1. How do I feel? 2. Am I interested? 3. Is this important to me? 4. Can I do this?

“The way we go about our work matters more than anything else.” Collective Teacher Efficacy (d = 1.57): It involves helping all teachers understand that the way we go about our work has a significant impact on student results – for better or worse. Simultaneously, it involves stopping us from using other factors (e.g. home life, socio-economic status, motivation) as an excuse for poor progress. Yes, these factors hinder learning, but great teachers will always try to make a difference despite this, and they often succeed. (Hattie, 2016)